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As potencialidades de uma abordagem interdisciplinar entre as ciências naturais e as tecnologias de informação e comunicação no desenvolvimento de um projeto de ativismo ambiental
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Orientador(es)
Resumo(s)
Nos últimos anos a investigação em Educação em Ciência, tem vindo a reiterar a
necessidade de uma educação em ciências capaz de educar para uma cidadania ativa.
Sendo várias as estratégias que possibilitam a sua caracterização, no presente estudo
pretendeu-se analisar as potencialidades de uma abordagem interdisciplinar entre as
Ciências Naturais e as Tecnologias de Informação e Comunicação no desenvolvimento
de um projeto de ativismo ambiental. Como participantes, o estudo inclui um grupo de
30 alunos de uma turma do 8º ano de escolaridade de uma escola secundária pertencente
ao concelho de Cascais, com idades compreendidas entre os 12 e os 16 anos, e o respetivo
professor da disciplina de TIC. O tópico curricular abordado – Poluição – encontra-se
inserido na unidade temática Perturbações no Equilíbrio dos Ecossistemas do subtema
Ecossistemas. A intervenção decorreu nas disciplinas de Ciências Naturais e de
Informação e Comunicação. O estudo realizou-se no âmbito do projeto We Act,
desenvolvido pelo Instituto de Educação da Universidade de Lisboa.
A investigação foi orientada no sentido de identificar as principais competências
desenvolvidas pelos alunos e as dificuldades manifestadas, bem como clarificar as
apreciações feitas por aqueles e pelo professor de TIC relativamente às atividades
realizadas. A abordagem investigativa seguida foi essencialmente qualitativa. No
processo de recolha e análise de dados fez-se uso de diferentes técnicas, nomeadamente
observação, inquérito e análise documental, aplicando-se diversos instrumentos de
recolha de dados, tais como grelhas de observação, questionários e notas de campo. As
fontes utilizadas para a recolha dos dados foram os alunos e as suas produções – orais,
escritas e multimédia – assim como o professor de TIC.
Os resultados obtidos indicam que a maioria dos alunos, através das estratégias
adotadas e das situações de aprendizagem criadas, conseguiu, de um modo bastante
satisfatório, desenvolver competências nos domínios Conhecimento, Raciocínio,
Comunicação, Atitudes e Ativismo. As principais dificuldades reveladas dizem respeito
ao processo de pesquisa, análise, seleção e síntese de informação. De um modo geral os
alunos tecem comentários positivos ao projeto, revelando particular entusiasmo nas
etapas de construção e divulgação dos vídeos. Para o professor de TIC o projeto revelouse
bastante positivo, permitindo o desenvolvimento de competências tecnológicas numa
situação contextualizada.
In recent years, research in Science Education has been highlighting the need for a science education capable of educating for an active citizenship. There are many ways in which to do this, and the present study analyses the potential of an inter-disciplinary approach between Natural Sciences, and Information and Communication Technologies (ICT) in developing a project about environmental activism. The participants were a group of thirty students of an 8th grade class from a Secondary school in Cascais, aged between 12 and 16, and also their ICT teacher. The curricular theme approached – Pollution – was enclosed within the topic of Disturbances in the Ecosystem Balance, from the general theme of Ecosystems. The intervention took place during the classes of Natural Sciences and Information and Communication Technologies. The study was executed within the scope of the project We Act, developed by the Institute of Education of the University of Lisbon. In regards to the activities carried out, the investigation was aimed at identifying the main skills developed by the students and also their difficulties, as well as interpreting the students’ appreciations and those shown by the ICT teacher. The investigative approach was essentially qualitative. During the process of gathering and analysis of data, different techniques were used, amongst them observation, questionnaires and document analysis. A number of data collection procedures were used, like observation grids, questionnaires and field notes. The sources for the data compiled were the students and their creations – oral, written and multimedia – as well as the ICT teacher. The results indicate that the majority of the students, through the adopted strategies and learning situations created, were able to satisfactorily develop skills in Knowledge, Reasoning, Communication, Attitudes and Activism. The main difficulties encountered were related to research, analysis, selection and summary of information. Overall, the students gave positive comments on the project, revealing a particular enthusiasm when constructing and publishing the videos. For the ICT teacher, the project was also looked upon positively, allowing for progress in technology skills in a contextualized environment.
In recent years, research in Science Education has been highlighting the need for a science education capable of educating for an active citizenship. There are many ways in which to do this, and the present study analyses the potential of an inter-disciplinary approach between Natural Sciences, and Information and Communication Technologies (ICT) in developing a project about environmental activism. The participants were a group of thirty students of an 8th grade class from a Secondary school in Cascais, aged between 12 and 16, and also their ICT teacher. The curricular theme approached – Pollution – was enclosed within the topic of Disturbances in the Ecosystem Balance, from the general theme of Ecosystems. The intervention took place during the classes of Natural Sciences and Information and Communication Technologies. The study was executed within the scope of the project We Act, developed by the Institute of Education of the University of Lisbon. In regards to the activities carried out, the investigation was aimed at identifying the main skills developed by the students and also their difficulties, as well as interpreting the students’ appreciations and those shown by the ICT teacher. The investigative approach was essentially qualitative. During the process of gathering and analysis of data, different techniques were used, amongst them observation, questionnaires and document analysis. A number of data collection procedures were used, like observation grids, questionnaires and field notes. The sources for the data compiled were the students and their creations – oral, written and multimedia – as well as the ICT teacher. The results indicate that the majority of the students, through the adopted strategies and learning situations created, were able to satisfactorily develop skills in Knowledge, Reasoning, Communication, Attitudes and Activism. The main difficulties encountered were related to research, analysis, selection and summary of information. Overall, the students gave positive comments on the project, revealing a particular enthusiasm when constructing and publishing the videos. For the ICT teacher, the project was also looked upon positively, allowing for progress in technology skills in a contextualized environment.
Descrição
Relatório da Prática de Ensino Supervisionada, Ensino de Biologia e de Geologia, Universidade de Lisboa, 2013
Palavras-chave
Tecnologias da informação e da comunicação Trabalho de projecto Desenvolvimento de competências Poluição Educação em ciências Relatórios da prática de ensino supervisionada - 2013